 We wanted to do in the form of a debriefing rather than have you kind of do a rundown of your lesson Which at this point of the day might feel like a bit much is maybe just to share some of the things that you noticed something that maybe you Realized through this process Something you got excited about from this process that might also be a shared experience or trigger something for somebody else in the room Does anyone have anything that stands out to them? Yeah, it's really obvious that normally when I prepare a class You know, there are some of these pedagogical acts, you know that I tend to do You know, for example, I tend a lot to experience in the familiar versus experience in the new analysis Analyzing functionally analyzing critically, you know, so actually like seeing this here You know, it helps me a lot to try to fill in also, you know, the other stuff, you know and to do more Different things, you know that what I normally do That's very much my experience as well And that's why for me I'm an applied person. These are so these to me are kind of tools for thinking with their reminders to myself to try to To vary the kinds of experiences that I'm giving my students and the kinds of opportunities And we were also talking about that some of these we tend to go to more in the beginning levels and some of these more in the advanced levels, right? So remembering that they actually are all Important and possible to be integrated at all of those different levels is important And I would add to that if you get the opportunity to look through that my textbook Which most of the instructional language is in English, so even if you don't read French, you know, you should be able to follow What the and if you read the the teacher's guide, it really explains outlines the the approach I did follow the same sequence Because I was in fact keeping in mind this idea of a textbook and I was trying to make it something that would be Easily patterned For teachers to to to kind of plug into as a as as a kind of let's say method as a part of the approach But I suppose if I were to do this again now That enabled me to understand what my what my process was but if I were to do it now I would Probably approach it different each each Unit somewhat differently in terms of the sequence, but both of those things work sometimes. It's very helpful to work through A particular sequence. I mean it you know a community of language teaching you learn a particular sequence Let's say of how to structure your lessons so it's not that that can't be done fruitfully, but it's also very helpful to step outside of that and then to to Break it down in different ways approach it in different ways When I was doing the So I did an activity for experiencing the familiar and then experiencing the new But then I know when I was trying to to figure out something to do for applying appropriately and applying Applying creatively. I noticed that they sort of overlapped So You know like I ended up not knowing. Oh, is this experiencing? Is this one or the other? Yeah, is that like or am I understanding it wrong these often will overlap. I think they're interconnected so they're Ways of focusing our attention a little bit differently But often they will kind of link into one another not just in the same quadrant But we were I think we were trying to come up with some activities that were conceptualizing And we kept finding that we were really quickly moving into applying with the kinds of activities We were coming up with I Don't have a problem with that. I don't maybe I'm never I'm not very good at being dogmatic But I think in so far as the the point is that it forced you to think about well How what are the choices I'm making right? Am I also bringing creativity maybe in and not just worrying about if they're doing something appropriately? I think in that sense, they've done their work as tools to think with so I Wouldn't worry too much about if you're getting them in the right space But rather using them to kind of think into the different kinds of activities that you might bring in in different moments Yeah, and and I think sometimes and this is just my take But I think if you're doing it right They often do move into one another really quickly because that means you're doing something that's integrated and that builds Rather than sort of isolated tasks that aren't interconnected But but there is I've just said there is another dimension that it does become helpful When you get into assessment and we'll look at that more tomorrow that you do have ultimately a clear sense of What the breakdown is when it comes to the skills the knowledge bases that you that you want to assess So it's helpful to have that level of of clarity of thinking Actually, that's and That's something I'll remember to show tomorrow to pull up But it's on a previous slide, but two of the scholars who've done a lot of the development It's their vocabulary that I'm borrowing here Cope and Calances they have and speaking of open educational resources They have an entire website that is targeted more at Education context not necessarily second language learning context, but they have a lot of resources there And one of the things that I have that I love when I'm working with instructors and we're doing course objectives is basically these categories and then they have a list of kind of active verbs sort of Demonstrable things that you can assess and so all often if I if my head gets stuck I'll go to those and then I can say okay. What is my objective? My objective is that the learners can compare and contrast definite and indefinite articles Okay, that's a learning objective. I can work with um and and assess in some way So I'll share that website with you tomorrow when we talk about assessment I want to make one comment about I was watching a lot of people's process kind of what you were doing And and where you started thinking where your idea came from for a text and then how you developed it And so this is this is a draft right? You're just playing with ideas at this point And a lot of you are now you've got some ideas there and you're starting to change those ideas Which is where you should be right? And um, but I'm seeing like little light bulbs go off and maybe you're not seeing it, but I'm seeing it So I want to share what hilda. I'm going to put her on the spot here Um She started with a text. I guess the idea was to talk about digital I don't know devices phones and And of course she came to last year's so she's ahead of you guys, right? But no she did she uh chose a text And where how did you find the text by the way? Okay Okay started pinterest. Okay Yeah, so she came up with a text and it's a kind of uh A journalistic or an informational text about different kinds of devices And then she came up with a kind of thinking about what chantel had said about thinking sideways or creating some kind of a context For that text she came up with a comic strip Where she had an old telephone And then the new cell phone and the cell phone was calling the old phone abuela Ha ha Which is cute, right? And which is one of the points she was trying to make that that there's a history to technology And that she found all those two pieces. So she's got this intertextuality thing going on And I walked by and said that's great. Where does that come from and I started asking her questions about Is it open and where'd you find it and she kind of looked like oh, I don't know So I came back a half an hour later and What did you do? I searched for a creator commons license And I found several texts and now it's open to be shared So what she did was she kind of made a draft. She found all these cool ideas put them together But then she took it another step later and found the same kinds of ideas, but in open text So that to me was a huge moment. Yay Because it was like and that's what we'll do more about that tomorrow A lot of you have chosen Closed texts they're copyrighted, which is fine And then you're writing an open lesson around that but that was a good example of the place you start Does not have to be the place you end up. It's a draft When you create an open lesson about a closed text and you want if that's published on our website We cannot include the text in the lesson. You can include the link Or you can include the reference So that means that someone would have to find that text Elsewhere but then See your open lesson about it. The other possibility is to have an open lesson around an open text and in that case We have the text Along with your lesson that people can access directly on the site A couple weeks ago. We had uh here at coral. We had about 65 heritage Spanish teachers from primarily from the state of texas and we had one person who was sharing Jose I can't remember his last name from dallas dallas independent school district And he had written a lot of the curriculum for foreign languages and He was doing everything that we were talking about. They were creating really great activities great lessons But he was violating copyright all over the place. He was taking videos from univision and Making really topical interesting activities Um, so I was saying well what you can do is tweak it a little bit because you've done a lot of the work So that's kind of so that's what we want to talk to you tomorrow about Is making these tweaks to make it even better So one other thing I didn't mention the collaborators are three collaborators The idea is that we want to give editorial feedback So then you can give each other feedback on what might work So your lesson gets better and better and better and then it becomes publishable so Sometimes starting with an idea of a text Is what helps to guide our search for the open texts or for other texts because a lot of you were doing what I would call pairing Right, um, we had talked over here about the traditional fairy tale story And then a parody of that fairy tale story and I know you were working with a Spoken kind of a spoken essay or a speech And then a written essay so a lot of this um a lot of the kind of Things that you were noticing come out more clearly when you're pairing two texts together And sometimes the text you start out with might be that springboard for ideas But then the text that you pair it with you can find a really great open resource for that any other Comments questions Moments that you want to share People are brain dead. I know it's a long day. Yeah, so something that um, I noticed when I was planning my lesson Before coming here and I've and I think I've I've seen it a little bit by talking about with lessons to other people is When it's it's difficult to be strategic about when you use the the the target language in your lesson I think that's still something that I've I've got some of these these other concepts down, but I'm still Um, not quite sure about when the target language would be most effective And and with certain concepts need to be in English And and where that how that Fits in with your lesson and how that makes a Coherent lesson with using with kind of code switching in your lesson. How does that work? I guess, you know, there's been discussion about Can't do all of this In in in language classes and I would say again going back to the example and starting where you're at with Let's say a textbook is that when I when I created the the littéraire dans le quotidien as a complement to Français interactif which is a textbook if you have for example a two week period of time in which you cover a chapter This is one part of it, right? So it might be two days of work including a two or three days of work include with a homework over whatever but That would be where you're where you might need to use English, but the rest of the time When you're when your focus is let's say more explicitly on oral oral or whatever are those things, you know Those are those are the moments, but it's really about that reading and understanding of language and that playfulness of language So it's one part. It's not meant to be The whole thing. So do keep that in mind On the question of um Which code if you want a really long answer to that I would recommend the book code choice by my colleague in german Studies glenn levine if you want something good to read because it exactly takes on this question of it's not Sort of can we use english or not? But it's when and why and so usually the way I challenge myself as I ask myself first Can I do it in german or kind of what would they need for for me to be able to do it in german? And I find I mean this might be where people have different experiences But I find in the beginning levels This is often the place where I used to get stuck and I say no I can't quite I can't quite do it yet But by intermediate if I sometimes give them Some language to work with then I can start to do it in german But it's always the kind of I start from the expectation of can I do it and then sometimes the moment is The answer is just I can't like there's something in the objectives where I really need them to notice something And so switching to english for a short period makes the most sense I find I don't know if other people have this different experiences But if I if we switched english a lot the students get frustrated because they they want to use the german as much as possible And and so that's kind of how I keep myself angered as well